In addition, the exploratory team could reverse the sequence of periods 2 and 1, 6 and 5, and 9 and 8. These decisions are made by each interdisciplinary team. The intervention period could be relocated to any of the designated core periods. The core schedule could rotate so periods 7, 8, 9 are in the morning with periods 1, 2, 3 in the afternoon or, the sequence in the morning could be periods 3, 2, 1 and the afternoon 9, 8, 7. Students and teachers are different at various time of the day. Within the core or exploratory blocks of time, the sequence of classes can be changed. With professional development, teachers will control time and address the unique learning needs of young adolescent students. Once the interdisciplinary-maximum flexibility model is created, cohorts of teachers have numerous opportunities to implement and manage the flexibility factor. Blueprints should feature consecutive core as well as consecutive exploratory periods to maximize opportunities for flexibility. Students are assigned physical education daily and a trimester of art, music, and technology during the complementary period.Ī key in developing interdisciplinary-maximum flexibility schedules lies in the design of blueprints, or preliminary plans for schedules. Opportunities for the interdisciplinary- maximum flexibility approach exist in the exploratory portion of the schedule. All students in the example above are assigned to exploratory classes during periods 5 and 6 where team meetings (TM) can be arranged. Assignments for intervention are based on student needs or opportunities for enrichment at a given point in time during the school year. Co-teaching, pre-algebra, and levels I or II of Spanish are offered. Classes need not travel together during the day. Within the same periods (1, 2, 3, 7, 8, 9) students can be individually scheduled. Period 9 is an intervention period (I) for teachers to provide additional support, remediation, or enrichment. Lunch (L) is scheduled period 4 team meeting (TM), period 5 and individual planning (P), period 6. A special education teacher, also considered a team member, enables co-teaching, offers replacement courses or provides additional support as called for in the IEP. The first step toward flexibility is to create an interdisciplinary-maximum flexibility schedule, which occurs when the same teachers are assigned the same group of students for the same periods of the day and receive common planning time.įive core teachers (language arts, social studies, mathematics, science and Spanish) are assigned the same 125-130 students for periods 1, 2, 3, 7, 8, and 9. How then have so many middle level schools succeeded in implementing the vision of the Association for Middle Level Education (AMLE) for a developmentally responsive middle level school, as expressed in This We Believe (NMSA, 2010), calling for flexible organizational structures? Introducing Interdisciplinary-Maximum Flexibility Past practices of the school or district.Terms of the teachers’ contract regarding the number of periods per day a teacher may be with students and involved in collaboration. Curriculum offerings outlining frequency of class meetings.Many middle level schools are organized on this structured premise, which may occur because building administrators are not fully aware, or comfortable with, methods to empower teachers to make decisions about time. The locus of control is in the hands of the principal. The term organizational structures suggests that schools are organized with a definite curriculum and timetable for teachers and students, including one bell schedule for the entire building. Recognition of the unique needs of individuals.An openness to various ways of implementing decisions, programs, or policies.The utilization of opportunities to make change. But what is flexibility? The answer might include Flexible organizational structures place the locus of control in the hands of teachersĮarly leaders of the middle school concept established the goal of flexible organizational structures.
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